How do you help students integrate desirable difficulties into their learning?

In a previous blog, I talked about desirable difficulties: what they are, what they can look like, how to use them in formative action and how they can contribute to self-regulated learning. After all, desirable difficulties are what you want to use in your lessons to ensure that not only short-term performance takes place, but […]

No pain, no gain – on desirable difficulties

desirable difficulties

Imagine you teach chemistry and want your students to learn the periodic table so that they can analyse chemical behaviour more easily. You therefore want them to memorise the periodic table. However, you also know that students are not going to do this on their own, so you motivate them by giving them a test. […]